Focus on Teaching by Jim Knight

Author:Jim Knight
Language: eng
Format: epub
ISBN: 9781483344133
Publisher: SAGE Publications
Published: 2014-01-15T00:00:00+00:00

Figure 4.8 Engagement Chart

This form is available for download at www.corwin.com/focusonteaching.

Copyright © 2014 by Corwin. All rights reserved. Reprinted from Focus on Teaching: Using Video for High-Impact Instruction by Jim Knight. Thousand Oaks, CA: Corwin, www.corwin.com. Reproduction authorized only for the local school site or nonprofit organization that has purchased this book.

Behavior

One advantage of using video is that you get a second chance to observe student behavior. Two items are especially helpful to consider: disruptions and respectful interactions.

Disruptions. When you are measuring disruptions, you are tallying each time a student disrupts another student’s learning or your teaching. This is easy to do—just watch the video and put a tally on a piece of paper each time a student is disruptive. If two students are disruptive at the same time, score that as two disruptions. You can find many suggestions on how to reduce the number of disruptions in High-Impact Instruction (Knight, 2013), Part III: Community Building.

Possible goal: According to classroom management expert Randy Sprick, there should be no more than four disruptions every 10 minutes.

Respectful Interactions. Another easy-to-measure but important data focus is respectful interactions. Simply put, you are determining whether students are treating others in ways that are appropriate and acceptable in your classroom. Often this means they are not doing something—not shouting, swearing, touching, interrupting, and so forth. As with disruptions, watch the video and put a tally on a piece of paper each time a student says or does something that is not respectful. If two students are not respectful at the same time, score that as two disruptions.

Possible goal: Many teachers believe students should be respectful at all times.

The approaches for gathering data presented in this chapter are just suggestions. You may choose other methods. What matters is that you focus on something you think is important and observe it systematically. Then, after you watch the video, identify an area on which you would like focus your attention (increasing engagement, increasing correct academic responses, increasing your ratio of interaction) and set a goal, perhaps one of the possible goals listed in this chapter.

Once you have identified a goal, experiment by implementing various teaching practices, including those in High-Impact Instruction (Knight, 2013). Monitor your progress by recording and viewing more video, and keep at it until you hit your goal. Then, if time permits and you are ready, set another goal and go for it.

Turning Ideas Into Action

STUDENTS

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